Monday, April 29, 2019 • 10am
159 Education Building (Wisconsin Idea Room)
The growing popularity of Participatory Action Research (PAR) can be attributed to its commitment to doing research with rather than on or for participants, it’s potential to challenge policy and practice from the bottom up, and its multiple goals of knowledge generation, concrete action, and, critical pedagogy.
This presentation focused on the ways that PAR challenges the current dominance of New Public Management in Schools and Universities and the dominant epistemology of university research.
Monday, April 29, 2019 • 2-3:30pm
On Wisconsin Room, Red Gym
The Center for Research on College-Workforce Transitions and the Morgridge Center for Public Service co-sponsored a workshop and discussion with New York University Professor Gary Anderson for UW-Madison students, staff, and faculty who conduct or plan to conduct Community-Based Participatory Action Research.
Gary L. Anderson is Professor of Educational Leadership at NYU Steinhardt. A former high school teacher and principal, he has published on topics such as critical ethnography, participatory action research, new policy networks, and the new professional. His recent books include The Politics of Education Policy in an Era of Inequality with Sonia Horsford & Janelle Scott (2019, Routledge) and The Action Research Dissertation with Kathryn Herr (2014, Sage).
Dr. Michael Tomlinson provided a critical overview of the problem and construct of graduates’ employability, charting its evolution and the ways in which it has been conceptually and politically applied in understanding macro-level changes between higher education (HE) systems and the labor market. The talk drew on evidence from the perspectives of students and graduates making the transitions from HE to formal employment, examining the challenges for their career readiness and employment prospects. It explored salient issues relating to the resources, career values, and identities which graduates develop through and beyond HE.
Michael Tomlinson is an Associate Professor at the Southampton Education School at the University of Southampton, UK where he has been based since 2011. His research interests are in higher education policy, the sociology of higher education and the HE-work relationship and has published widely in these fields. His previous books are Education, Work and Identity (2013, Bloomsbury Publishers) and Graduate Employability in Context (2017, Palgrave Publishers).
In this talk Dr. Matthew Hora reported preliminary findings from a recent trip to Tianjin, China where he spent 2.5 weeks conducting a mixed methods study of the relationship between internship program design and student outcomes. Drawing on survey, focus group, and interview data, Dr. Hora provided a comparative and critical analysis of internship programming in China and the US, with a focus on students’ experiences in their internships.
Founding Director of CCWT, Dr. Matthew T. Hora is an Assistant Professor of Adult and Higher Education in the Department of Liberal Arts and Applied Studies at UW–Madison, and a research scientist at the Wisconsin Center for Education Research.
Race/ethnicity are strong predictors of educational outcomes and labor market position (Byars-Winston, Fouad & Wen, 2015). In this presentation, Professor Byars-Winston briefly reviewed the evidence for and vocational relevance of cultural identity. She used the Outline for Cultural Formulation model to illustrate its applicability for career assessment and career counseling integrating the concept of cultural identity for African American students (Byars-Winston, 2010), and concluded the presentation by delineating implications for promoting workforce diversity.
Angela Byars-Winston is a Professor in the University of Wisconsin Department of Medicine, Division of General Internal Medicine. She is also the Director of Research and Evaluation in the UW Center for Women’s Health Research and Faculty Affiliate of the Center for the Improvement of Mentored Experiences in Research.
Co-sponsored with the Office of Equity, Sustainability and Democracy.
Highly qualified professional employees are widely regarded as central strategic resources for “knowledge economies”. However, there is mounting evidence that these “knowledge workers” are experiencing both increasing underemployment and decreasing job control, as well as diminishing participation in both further education and job-related informal learning. Prospects for employment and educational reforms to reverse current trends will be assessed.
D.W. Livingstone is Canada Research Chair in Lifelong Learning and Work and Professor Emeritus at the Ontario Institute for Studies in Education (OISE), University of Toronto.
Co-sponsored with the Office of Equity, Sustainability and Democracy.
Some analysts maintain that inadequate worker skills are holding back industry growth. These claims are often reinforced by commentators who assert that technological changes coupled with insufficient education have resulted in a shortage of (STEM) skills. Dr. Weaver used a detailed nationally representative skill survey focusing on computer helpdesk technicians to shed light on these claims.
Andrew Weaver is an Assistant Professor in the School of Labor and Employment Relations at the University of Illinois at Urbana-Champaign. His research focuses on the impact of institutions on labor market outcomes, with a particular focus on industry skill demands and workforce-related public policy issues.
There is a commonly held belief that positive college student experiences are best facilitated when societal pressures of finances and work are alleviated, but this is often reserved for only the most privileged. What then for students from underrepresented groups? In this presentation, Dr. Vanessa Sansoone shines a light on the significance and impacts of work for Latinx college students. Dr. Sansoone is Assistant Professor of Higher Education at The University of Texas at San Antonio.
More information available on the ITP website.
David Bills is Professor of Sociology of Education and Associate Dean for Academic Affairs and Graduate Programs in the University of Iowa, College of Education. Dr. Bills is an internationally recognized scholar on education and work, labor markets, technological and organizational change, educational demography, and social inequality, and the author of The Sociology of Education and Work (Wiley-Blackwell Press, 2004). In this CCWT Speaker Series event, Dr. Bills presents his research on the processes and consequences of the digital rationalization of the hiring process.
At a time of heightened attention to how universities and colleges are preparing young people for the working world, questions about the meaning and value of university credentials – especially bachelor’s degrees - have become especially prominent. With the rise of alternative credentials such as badges and certificates, Dr. Sean Gallagher provides an overview of this fast-changing terrain, providing much-needed context, details, and insights.
The “skills gap” idea - that millions of well-paying jobs go unfilled due to a higher education system that is inadequately aligned to workforce needs - is deeply influencing education and workforce development policies at the state and national levels. The purpose of this symposium is to spark dialogue about issues related to the skills gap narrative (i.e., internships, labor market data, and for-profit colleges), and why critical analyses of these issues are essential so that students can make informed decisions about their educational and career plans.
Event flyer (PDF)
The Center’s inaugural event was held on Monday May 22, 2017, at the UW–Madison School of Education, Wisconsin Idea Room (Rm 159). Jim Morgan of the Management Association and Dr. Linda Nilson of Clemson University spoke on the topic “Why work ethic and self-regulated learning are essential skills for student success in work and life.